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Homogeneity in Students' Conceptions about the Efficiency of Instructional Interventions: Origins and Consequences for Instructional Design.
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Elen, Jan; And Others – 1997
Instructional metacognition refers both to conceptions of students about the contribution that instructional interventions can make to their learning, and to the impact of these conceptions on students' interpretation and use of instructional interventions. This study analyzes student conceptions of efficiency-related attributes of instructional…
Descriptors: Concept Formation, Educational Background, Foreign Countries, Higher Education